Part 2 PBIS Implementation Self-Assessment Ver. May 15, 2017
Positive Behavioral Interventions and Supports
Implementation Blueprint:
Part 2 - Self-Assessment & Action Planning
Technical Assistance Center on Positive Behavioral Interventions and Supports
U. S. Department of Education, Office of Special Education Programs
Version 2017 May 15
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Part 2 PBIS Implementation Self-Assessment Ver. May 15, 2017
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PREFACE
The OSEP Center on Positive Behavioral Interventions and Supports (PBIS) is grateful to students, educators, families,
researchers, and many others who have worked tirelessly to improve educational outcomes for all students and who have
contributed to our understanding of the critical practices and systems of PBIS.
These materials have been developed to assist local and state education agents to improve their capacity to address school
climate and PBIS for all students.
Authority for and use of the terminology “Positive Behavioral Interventions and Supports” was first indicated in the Individuals
for Disabilities Education Act of 1996, and has been referenced in subsequent reauthorizations in 2000 and 2006. The priority for this
Center was developed in 1997. In this document PBIS is used as equivalent to “School-Wide Positive Behavior Support” (SWPBS),
“School-wide Positive Behavioral Interventions and Supports (SWPBIS), and “Multi-Tiered Behavioral Frameworks” (MTBF).
The contents of this technical paper were developed under a grant from the U.S. Department of Education, Office of Special
Education Programs (OSEP) (#H326130004) and Office of Safe and Healthy Students in the Office of Elementary and Secondary
Education. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not
assume endorsement by the Federal Government. OSEP Project Officer is Renee Bradley.
Downloading copies for personal use is permissible; however, photocopying multiple copies of these materials for sale is
forbidden without expressed written permission by the OSEP Center for PBIS. A personal copy of these materials may be
downloaded at www.pbis.org.
For more information, contact Rob Horner ([email protected]), Tim Lewis ([email protected]), or George Sugai
([email protected]).
Citation Recommendation
OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (May 2017). Positive Behavioral Interventions
and Supports (PBIS) Implementation Blueprint: Part 2 - Self-Assessment and Action Planning. Eugene, OR: University of
Oregon. Retrieved from www.pbis.org.
Part 2 PBIS Implementation Self-Assessment Ver. May 15, 2017
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PBIS LEADERSHIP TEAM IMPLEMENTATION SELF-ASSESSMENT
Purpose
This self-assessment is designed to assist teams and other organizational units with (a) initial assessments of the extent to which
there is the capacity to implement Positive Behavioral Interventions and Supports (PBIS); (b) action planning to guide resource
allocation during the process of PBIS implementation; and (c) periodic assessments of the capacity of a state, region, county or
district to sustain PBIS implementation and expansion.
Intended Users
This self-assessment is intended for use by Leadership Teams at state, regional, county, or district education offices considering or
actively implementing PBIS. It also can be used by other organizational units (e.g., large schools, special/alternative schools,
educational facilities).
Guidelines for Use
1. Identify an internal or external facilitator who is fluent with systemic PBIS implementation process and blueprint elements
and can guide assessment and action planning.
2. Form a team composed of behavior-related leadership personnel who are responsible for establishing and coordinating
implementation of PBIS practices and systems.
3. Review existing data related to (a) student behavior (e.g., suspension/expulsions, screening outcomes, behavior incidents,
discipline referrals, attendance, achievement scores, dropout rates, school climate, student/family surveys) and (b)
implementation fidelity (e.g., Tiered Fidelity Inventory, School-wide Evaluation Tool, Benchmarks of Quality).
4. Conduct resource mapping (i.e., identification, alignment, integration, adaptation) of existing social-emotional-behavioral
efforts, initiatives, and/or programs to maximize use and impact of existing resources.
5. Complete the PBIS Implementation Self-Assessment and Action Planning document, rating general implementation status as
IP = In Place (>80%), PP = Partially in Place (50-80%), or NP = Not in Place (<50%).
6. Prioritize implementation elements for action planning with respect to the importance of short and long term student
outcomes and need for systems level capacity development.
7. Review implementation elements to develop steps for a multi-year action plan (1 year, 2-4 years, and 5+ years).
8. Emphasize use and organization of existing resources (identified in step 3) for implementation of action plan.
9. Review progress, as a team, on action plan activities and outcomes at least monthly.
10. Conduct annual evaluation and updating of action plan fidelity of implementation and outcome progress.
Part 2 PBIS Implementation Self-Assessment Ver. May 15, 2017
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PBIS Implementation Self-Assessment and Action Planning
Individuals Completing Self-Assessment:
Current Date:
Next Date:
Level of Implementation:
□ State
□ Region/County
Status:
□District
□ Other___________________
IP = In Place (>80%)
PP = Partial in Place (50-80%)
NP = Not in Place (<50%)
STATUS
LEADERSHIP TEAMING
IP PP NP
1. Leadership Team has the authority to influence the organization
(e.g., decision-making for budget, implementation, policy, data
systems).
IP PP NP
2. Leadership Team has representation from range of stakeholders
with investment in youth outcomes from the local community and
individuals with detailed knowledge about the current socialemotional-behavioral initiatives (e.g., accountability, administrators,
families, general and special education, higher education, mental
health, school board and community members, school board
attorneys, trade organizations, youth-serving agencies).
IP PP NP
3. Leadership Team includes individuals with behavioral science
expertise across the full continuum of behavior support (Tiers I, II,
III) to ensure fidelity of implementation of PBIS practices and
systems in three domains: (a) training, (b) coaching, and (c)
evaluation.
ACTIONS
Part 2 PBIS Implementation Self-Assessment Ver. May 15, 2017
STATUS
LEADERSHIP TEAMING
IP PP NP
4. Leadership Team is led or facilitated by a coordinator(s) with (a)
adequately allocated FTE and (b) experience in data-based
decision-making, systems to support implementation, and evidencebased social-emotional-behavioral practices.
IP PP NP
5. Leadership Team completes a 3-5 year action plan guided by the
PBIS Implementation Blueprint Self-Assessment, state/district
strategic plan, and district/school fidelity of implementation data
(e.g., Tiered Fidelity Inventory), and matches resources to needs
based on student outcome data, especially for vulnerable
populations.
IP PP NP
6. Leadership Team uses standard meeting process and problem
solving agenda (e.g., Team-Initiated Problem Solving) with clearly
defined operating procedures (e.g., procedures for securing
agreements, resolving conflicts and integration of system features).
IP PP NP
7. Leadership Team engages in ongoing, two-way communication
with executive leadership regarding implementation progress and
outcomes related to student behavior goals and PBIS fidelity of
implementation.
IP PP NP
8. Leadership Team members who coordinate daily implementation of
the initiative regularly monitor and report implementation
activities and follow agreed-upon procedures for monitoring
progress.
IP PP NP
9. Leadership Team regularly (e.g., quarterly) uses two-way
communication with other stakeholders (e.g., school boards,
families, community organization leaders, politicians, youth) to
solicit feedback on implementation progress and link to outcomes.
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ACTIONS
Part 2 PBIS Implementation Self-Assessment Ver. May 15, 2017
STATUS
STAKEHOLDER SUPPORT
IP PP NP
10. Stakeholders (e.g., school boards, families, community
organization leaders, politicians, youth) are actively involved in
goal-setting and policy development.
IP PP NP
11. Stakeholders assist in disseminating information and
accomplishments (e.g., website, newsletter, meeting presentations,
conferences, media, annual progress reports).
IP PP NP
12. Organizational leaders (e.g., state chief, superintendent, board of
trustees, commissioner) actively and visibly participate in PBIS
events and activities (e.g., attend annual events, visit
implementation sites, acknowledge progress) to engage
stakeholders.
IP PP NP
13. Promoting positive school climate and student social-emotionalbehavioral health are established by organizational leadership as
one of the top five permanent goals or priorities for the next 3 to
5 years.
STATUS
FUNDING
IP PP NP
14. A budget plan for at least 3 years of prioritized funding is
developed to support operating structures and capacity building
activities to implement PBIS.
IP PP NP
15. Initiative has transitioned from short-term funding (e.g., State
Personnel Development Grants, contracts) to long-term
institutional funding (e.g., Title IV block grants).
IP PP NP
16. Funding and organizational resources across related initiatives
are assessed and aligned to sustain implementation.
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ACTIONS
ACTIONS
Part 2 PBIS Implementation Self-Assessment Ver. May 15, 2017
STATUS
POLICY AND SYSTEMS ALIGNMENT
IP PP NP
17. PBIS vision statement (and clear rationale) supporting importance
of school climate (and how PBIS can improve both school climate
and academic achievement) is developed and endorsed by lead
state/district/school administrators.
IP PP NP
18. PBIS vision statement is articulated into observable, measurable,
specific, and actionable long-term outcomes.
IP PP NP
19. PBIS implementation is included in organizational policy and
procedural guidelines.
IP PP NP
20. Policy, technical briefs, and procedural guides are posted and
distributed at least annually.
IP PP NP
21. Policies are reviewed and refined regularly to enhance their
effects on fidelity of implementation and association with behavior
and academic outcomes.
IP PP NP
22. Periodic formal review (e.g., audit, survey, resource mapping,
alignment) of existing social-emotional-behavioral-related initiatives
or programs to determine effectiveness, relevance, and fidelity of
implementation is completed at least annually.
IP PP NP
23. Clear description of initiative alignment (e.g., graphic organizer,
organizational chart, conceptual map) displays integrated and/or
collaborative implementation of PBIS with existing initiatives having
similar goals, outcomes, systems, and practices.
IP PP NP
24. New potential initiatives are reviewed for fit with existing socialemotional-behavioral initiatives and resources before deciding
whether to adopt, align, and/or integrate them.
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ACTIONS
Part 2 PBIS Implementation Self-Assessment Ver. May 15, 2017
STATUS
WORKFORCE CAPACITY
IP PP NP
25. Hiring criteria, recruitment, and selection for all district/school
administrators, coaches, and school personnel includes
knowledge, skill, and experience implementing PBIS.
IP PP NP
26. Personnel roles and FTE are (re)allocated to support
implementation of PBIS.
IP PP NP
27. Implementation activities (e.g., training, coaching) are
embedded into job descriptions.
IP PP NP
28. State certification and licensure policies for administrators,
teachers, and related instructional/support personnel require
coursework in positive behavior support, PBIS, and/or
implementation science.
IP PP NP
29. Annual performance evaluations of administrators, teachers,
and related instructional/support personnel assess knowledge
and skills related to PBIS implementation.
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ACTIONS
Part 2 PBIS Implementation Self-Assessment Ver. May 15, 2017
STATUS
TRAINING
IP PP NP
30. Orientation descriptions and/or presentations (e.g., 1-page
overview, video, website) are developed for describing
implementation rationale, process, outcomes, and readiness
requirements.
IP PP NP
31. Dedicated professional development time and training plans
(with clear scope and sequence) are scheduled for PBIS
implementation (e.g., state-wide training calendar, district-wide
master schedule).
IP PP NP
32. PBIS training materials and professional development practices
are aligned with other relevant empirically-supported initiatives
as needed.
IP PP NP
33. Professional development activities and events are publicly
posted to define and shape the goals and process of
implementing PBIS.
IP PP NP
34. Orientation and refresher trainings are conducted at least
annually for new and continuing staff who need boosters.
IP PP NP
35. Peer networking opportunities (e.g., peer-to-peer sharing
events, professional learning communities) are scheduled and
regularly repeated on PBIS framework, practices, and systems
for school leaders, PBIS coaches, and school teams.
IP PP NP
36. For states and large districts, internal training capacity (e.g.,
core group identified and supported in leading efforts) is
established to build and sustain PBIS practices.
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ACTIONS
Part 2 PBIS Implementation Self-Assessment Ver. May 15, 2017
STATUS
COACHING
IP PP NP
37. Adequate coaching supports are provided to schools based on
phase of implementation and data-indicated need (e.g., at least
monthly with each emerging school team, and at least quarterly
with established teams (i.e., at implementation criteria).
IP PP NP
38. Training and support (e.g., clear scope and sequence, technical
assistance) are provided to local coaching networks to
establish and sustain PBIS implementation.
IP PP NP
39. Support emphasizes coaching functions (responsibilities and
activities, not people or positions) for internal (school level) and
external (district/regional level) implementation supports.
IP PP NP
40. Tiered technical assistance system allows differentiated
coaching support based on district/school/classroom fidelity of
implementation and outcomes.
IP PP NP
41. Districts/schools have transitioned from outside to local
coaching capacity (e.g., core group identified and supported in
leading efforts, embedded in job descriptions).
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ACTIONS
Part 2 PBIS Implementation Self-Assessment Ver. May 15, 2017
STATUS
EVALUATION AND PERFORMANCE FEEDBACK
IP PP NP
42. School-based data systems (e.g., data collection tools and
evaluation processes) are in place to enable continuous
performance feedback.
IP PP NP
43. Data systems are used to provide regular performance
feedback to school teams and coaches for problem solving
and action planning.
IP PP NP
44. Evaluation schedule and process is used at all implementation
levels (e.g., student, classroom, district, state) for examining the
extent to which: (a) teams are implementing PBIS, (b) PBIS
implementation is improving student outcomes, and (c) the
Leadership Team’s action plan is implemented.
IP PP NP
45. Annual progress reports tailored to external stakeholders are
created and distributed at least annually on the activities and
outcomes related to PBIS fidelity of implementation and student
behavior goals.
IP PP NP
46. Outcomes and accomplishments are disseminated,
acknowledged, and celebrated at least quarterly.
IP PP NP
47. Districts have transitioned from external to internal evaluation
and performance feedback capacity (e.g., core group identified
and supported in leading efforts).
IP PP NP
48. System is in place for identifying districts, schools, or
classrooms in need of additional training and coaching support.
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ACTIONS
Part 2 PBIS Implementation Self-Assessment Ver. May 15, 2017
STATUS
BEHAVIORAL EXPERTISE
IP PP NP
49. Trainers and coaches have behavioral science expertise that
aligns with general PBIS content (practices, systems, data) and
across all tiers.
IP PP NP
50. Specialized instructional support personnel (e.g., special
educators, counselors, school psychologists, social workers) at
school and district levels have behavioral science expertise that
aligns with general PBIS content and across full continuum of
behavior support (Tiers I, II, III).
IP PP NP
51. Ongoing professional development and mentoring in
behavioral science (e.g., behavior coursework, intensive
behavior institute) is available across roles of staff.
STATUS
LOCAL IMPLEMENTATION DEMONSTRATIONS
IP PP NP
52. Formal site selection processes (including readiness
requirements and commitment procedures) and criteria are
developed and used to select (a) initial (pilot) and (b) new
(expansion, scaling) participating schools and/or districts.
IP PP NP
53. Demonstration PBIS schools/districts have annual data
indicating sustained high levels of fidelity of implementation and
visible activities, data, and products to serve as local
demonstrations of process and outcomes across tiers (I, II, III)
and levels (elementary, middle, high).
IP PP NP
54. Plan for further demonstrations, including replication and
scaling of PBIS across tiers and levels in the organizational unit,
is developed and followed.
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ACTIONS
ACTIONS
Part 2 PBIS Implementation Self-Assessment Ver. May 15, 2017
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Sample State/District Leadership PBIS Action Planning Template
Individuals Completing Self-Assessment:
Implementation Level:
□ State
Date:
□ Region/County
□ District
□ Other______________________
GOAL: District/state level capacity to establish, sustain, and scale-up of accurate implementation of a continuum (multi-tiered) of PBIS
across multiple schools/districts.
Sep
Aug
Jul
Local
Implementation
Demonstrations
Behavioral
Expertise
Evaluation &
Performance
Feedback
Coaching
Training
Workforce
Capacity
Policy and
Systems
Alignment
Funding
Stakeholder
Support
Month
Leadership
Teaming
Activity/Action (Person/s)
May
Apr
Mar
Feb
Jan
Dec
Nov
Oct
Part 2 PBIS Implementation Self-Assessment Ver. May 15, 2017
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Jan
Dec
Oct
Sep
Aug
Jul
Jun
Part 2 PBIS Implementation Self-Assessment Ver. May 15, 2017
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